Gender and socio-emotional development in boys and girls: implications for the 2030 Agenda
The goals of the sustainable goals in the 2030 agenda are translated into actions to be developed in research, so the objective of the study is to analyze whether there are statistically significant differences in basic education children based on anger, sadness and worry as part of socio-emotional...
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| Format: | Article |
| Language: | English |
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Universidad Centroccidental Lisandro Alvarado
2025-08-01
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| Series: | Ágora de Heterodoxias |
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| Online Access: | https://revistas.uclave.org/index.php/agora/article/view/5462 |
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| author | Brenda Mendoza González Ana Rojas De Jesús José Rojas Trejo |
| author_facet | Brenda Mendoza González Ana Rojas De Jesús José Rojas Trejo |
| author_sort | Brenda Mendoza González |
| collection | DOAJ |
| description | The goals of the sustainable goals in the 2030 agenda are translated into actions to be developed in research, so the objective of the study is to analyze whether there are statistically significant differences in basic education children based on anger, sadness and worry as part of socio-emotional skills. Quantitative research with a cross-sectional design used a non-probabilistic sample of 381 students, 194 girls and 187 boys, with an age range of 9 to 13 years, ( = 10.38, σ = 1.124) enrolled in five basic education schools in the State of Mexico. To measure the variables of the study, three instruments were used (α= .80). An analysis of percentages, as well as contrast of means between boys and girls, was carried out through the student's t statistic, identifying that there are no statistically significant differences according to sex. This study provides evidence of a positive change in the perception of gender roles. The reduction of stereotypes associated with the management of emotions, especially in children's education, represents progress towards gender equality with respect to the goals established in the Sustainable Development Goals, especially in the third, fourth and fifth goals |
| format | Article |
| id | doaj-art-fd64a0a1eaf04aca9ad4dd8fdec1f9f4 |
| institution | DOAJ |
| issn | 2443-4361 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Universidad Centroccidental Lisandro Alvarado |
| record_format | Article |
| series | Ágora de Heterodoxias |
| spelling | doaj-art-fd64a0a1eaf04aca9ad4dd8fdec1f9f42025-08-20T03:03:53ZengUniversidad Centroccidental Lisandro AlvaradoÁgora de Heterodoxias2443-43612025-08-01112194210.5281/zenodo.167624634498Gender and socio-emotional development in boys and girls: implications for the 2030 AgendaBrenda Mendoza González0Ana Rojas De Jesús1José Rojas Trejo2Universidad Autónoma del Estado de MéxicoUniversidad Autónoma del Estado de MéxicoUniversidad Autónoma del Estado de MéxicoThe goals of the sustainable goals in the 2030 agenda are translated into actions to be developed in research, so the objective of the study is to analyze whether there are statistically significant differences in basic education children based on anger, sadness and worry as part of socio-emotional skills. Quantitative research with a cross-sectional design used a non-probabilistic sample of 381 students, 194 girls and 187 boys, with an age range of 9 to 13 years, ( = 10.38, σ = 1.124) enrolled in five basic education schools in the State of Mexico. To measure the variables of the study, three instruments were used (α= .80). An analysis of percentages, as well as contrast of means between boys and girls, was carried out through the student's t statistic, identifying that there are no statistically significant differences according to sex. This study provides evidence of a positive change in the perception of gender roles. The reduction of stereotypes associated with the management of emotions, especially in children's education, represents progress towards gender equality with respect to the goals established in the Sustainable Development Goals, especially in the third, fourth and fifth goalshttps://revistas.uclave.org/index.php/agora/article/view/5462social-emotional learningaffective developmentlife skillssustainable development goals |
| spellingShingle | Brenda Mendoza González Ana Rojas De Jesús José Rojas Trejo Gender and socio-emotional development in boys and girls: implications for the 2030 Agenda Ágora de Heterodoxias social-emotional learning affective development life skills sustainable development goals |
| title | Gender and socio-emotional development in boys and girls: implications for the 2030 Agenda |
| title_full | Gender and socio-emotional development in boys and girls: implications for the 2030 Agenda |
| title_fullStr | Gender and socio-emotional development in boys and girls: implications for the 2030 Agenda |
| title_full_unstemmed | Gender and socio-emotional development in boys and girls: implications for the 2030 Agenda |
| title_short | Gender and socio-emotional development in boys and girls: implications for the 2030 Agenda |
| title_sort | gender and socio emotional development in boys and girls implications for the 2030 agenda |
| topic | social-emotional learning affective development life skills sustainable development goals |
| url | https://revistas.uclave.org/index.php/agora/article/view/5462 |
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